Assessment support

• Automatic scoring. The scoring for closed (MC) exams is done automatically. The results can be available quickly and it requires limited actions from the teacher. There is less chance of errors during marking (unless systematic errors, e.g. because the wrong key is indicated).
• Easier review of typed work in fixed order. For open questions, you no longer have to bother deciphering handwritten text or figuring out where the answer to which question is (if no format has been used for the questions and students do not follow the given order).
• Review on a question-by-question basis. Thereby staying more focused and consistent. You can assign the marking of certain questions to certain assessors. The marking can be done in parallel.
• Getting psychometric analysis results automatically. You don't have to use extra programs, like Excel, for this. Having the data makes it easier to check the quality of questions and detect if there are questions with which there is something problematic (e.g. the wrong key was indicated or the question was so unclear that no one knew the right answer). The information is also valuable for evaluating your teaching process.
• Students may prefer typing over handwriting.  
• Direct feedback for students. If wished for and for instance the system is used in a formative way, immediate feedback can be provided. for the students.
• Some anti-cheating measures are easier to implement. For instance, questions can be given randomized.
• Diverse question types can be used and multimedia. E.g. if the system has this feature, video's or animations can be used.
• Special features can be used. Such as time limits for questions, disallowing going back to questions or - for advanced systems and use - tailoring the questions on student performance.
• Remote assessment can be done more easily. NB. lleaving aside attention points such as application of proctoring systems, which makes it a bit more complicated. In principle it can facilitates students taking exams from various locations at the same moment. 
• Centralized data storage in systems, without the need for physical storage space. Results can be easily stored, accessed, and analyzed. Also for longer times.
• Reduced Paper Use. Digital assessments can decrease the use of paper, although it might increase the use of electricity. 
• Customizability for students with specific needs. For isntance adapting the e.g. font size adjustment.
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• The scoring for closed (MC) exams is done automatically. The results can be available quickly and it requires limited actions from the teacher. There is less chance of errors during marking (unless systematic errors, e.g. because the wrong key is indicated).
• For open questions, you no longer have to bother deciphering handwritten text or figuring out where the answer to which question is (if no format has been used for the questions and students do not follow the given order).
• You can review more easily on a question-by-question basis (thereby staying more focused and consistent) and assign the marking of certain questions to certain assessors. The marking can be done in parallel.
• You will get psychometric analysis results automatically, which makes it easier to check the quality of questions and detect before the grading questions with which there is something problematic (e.g. the wrong key was indicated or the question was so unclear that no one knew the right answer). The infromation is also valuable for evaluating your teaching process.
• If wished for: immediate Feedback for the students.
• Some anti-cheating measures are easier to implement. For instance, questions can be given randomized.
• Diverse question types can be used and multimedia, e.g. (if the system has this feature) video's or animation.
• Special features can be used, such as time limits for questions, disallowing going back to questions or - for advanced systems and use - tailoring the questions on student performance. 
• Remote assessment can be done more easily (leaving aside attention points such as application of proctoring systems, which makes it a bit more complicated). It facilitates students taking exams from various locations at the same moment.
• Centralized data storage in systems, without the need for physical storage space. Results can be easily stored, accessed, and analyzed. Also for longer times.
• Reduced Paper Use: Digital assessments can significantly decrease the use of paper, contributing to more sustainable practices in education.
• Environmental benefit due to reduced paper use: Digital assessments can significantly decrease the use of paper, although it will increase the use of elektricity. 
• Customizability for students with specific needs. For isntance adapting the e.g. font size adjustment.
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• 1. Adaptive Testing: Exams can be tailored in real-time based on student performance, offering a more personalized assessment experience. 
• questions and secure browsers, reducing the risk of cheating.

1. Quick Results: Automated grading for objective questions allows for instant feedback, which can enhance the learning process. Analytics: Digital platforms can provide detailed analytics on student performance, helping examiners identify trends and areas for improvement.
2. Enhanced Security:
3. Anti-Cheating Measures: Digital exams can include various security features like randomized questions and secure browsers, reducing the risk of cheating. Easier Monitoring: Digital environments can facilitate proctoring and monitoring to ensure integrity.
4. Customizability:
5. Adaptive Testing: Exams can be tailored in real-time based on student performance, offering a more personalized assessment experience. Variety of Question Types: Digital formats can support multimedia questions (e.g., video, audio), which can enhance the assessment.

For Assessing:

1. Accessibility:
2. Anti-Cheating Measures: Digital exams can include various security features like randomized questions and secure browsers, reducing the risk of cheating. Remote Access: Students can take exams from various locations, increasing accessibility for those who may have transportation or mobility issues.
3. Data Management:
4. Centralized Data Storage: Results and performance data can be easily stored, accessed, and analyzed, facilitating long-term tracking of student progress. Better Reporting: Digital assessments can generate comprehensive reports that help in understanding group performance and informing curriculum changes.
5. Flexibility in Format:
6. Diverse Question Types: Digital exams can incorporate a variety of formats, including interactive simulations and multimedia elements, which can assess a wider range of skills. Time Management: Students may benefit from digital timers and flexible time limits, enhancing the exam experience.
7. Environmental Impact:
8. Reduced Paper Use: Digital assessments can significantly decrease the use of paper, contributing to more sustainable practices in education.

Overall Impact:

Digitally administered exams can lead to a more efficient, flexible, and inclusive assessment environment. They enable examiners to focus on enhancing educational outcomes through immediate feedback and data-driven insights, while providing students with a more varied and accessible assessment experience.

Most of the following disadvantages do not apply to the Contest system or Grasple. 
Contest uses pre-printed forms on which students fill in their answers. The questions will be on a seperate paper. In that sense, it resembles a paper exam more. However, the forms can still be processed automatically afterward. 
Grasple is mostly used for mathematic courses and more for homework and formative tests.   

• Learning to use the system. It will take some time to learn especially how to use Remindo. 
• Technical issues: Digital examination relies on technology. The hardware and software may fail and disrupt the exam process. 
  For individuals or larger groups of students. A technical assistant during test taking is needed when the present teacher cannot provide this assistance. Even with support, major technical problems will disrupt or necessitate the cancellation of the examination process. 
• Getting familiair for students: Students need to become familiar with digital examination. It is especially important for new students (first-year Bachelor's or Master's students) to receive explanations about the systems to be used and preferably to let them practice with them.
• Reliability risks. When using Chromebooks, which only will give access to programmes the examiner permits and what is permitted is limited to the test itself (no Internet), this won't be less of a problem, but when students can use own devices, ensuring academic integrity can be challenging. Students may easily look at unauthorized resources or commuicate with other students. 
• Screen fatigue: Prolonged exposure to screens, especially when concentration is needed, can lead to fatigue and decreased concentration, which might negatively impact student performance. 
• Limitation for question formats or use of (mathematical) symbols: Although a lot is possible in the digital systems, some question types with complex layouts or which uses specific symbols (in formula) might not be possible. NB. Grasple offers special possibilities for symbls and formula. 
• Data privacy concerns: Digital exams may raise concerns about data security and privacy. For that reason it is important that only checked and authorized systems are used at the UT.